Results for 'Values Study and teaching.'

992 found
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  1.  76
    Synergies and balance between values education and quality teaching.Terence J. Lovat - 2010 - Educational Philosophy and Theory 42 (4):489-500.
    The article will focus on the implicit values dimension that is evident in research findings concerning quality teaching. Furthermore, it sets out to demonstrate that maximizing the effects of quality teaching requires explicit attention to this values dimension and that this can be achieved through a well-crafted values education program. Evidence for this latter claim will come from international studies as well as from the Australian Government's Values Education Program and, especially from the Values Education (...)
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  2.  23
    Trading in Values: Disagreement and Rationality in Teaching.Kristin Schaupp - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:111-128.
    Should we teach from a value-neutral position or should we disclose our positions when in the classroom? How should we approach disciplinary values, commitments, and procedures? Recent work in the epistemology of disagreement could have a profound impact on our response to these questions. While some contemporary epistemologists argue that it is possible to have rational disagreement between epistemic peers, many argue that such disagreement is indicative of a lack of rationality for one or both parties. Yet, if there (...)
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  3.  37
    The Teaching of Values: Caring and Appreciation.James L. Jarrett - 1992 - British Journal of Educational Studies 40 (2):185-187.
  4.  8
    Synergies and Balance between Values Education and Quality Teaching.Terence J. Lovat - 2010 - Educational Philosophy and Theory 42 (4):489-500.
    The article will focus on the implicit values dimension that is evident in research findings concerning quality teaching. Furthermore, it sets out to demonstrate that maximizing the effects of quality teaching requires explicit attention to this values dimension and that this can be achieved through a well‐crafted values education program. Evidence for this latter claim will come from international studies as well as from the Australian Government's Values Education Program and, especially from the Values Education (...)
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  5.  8
    Values and Imagination in Teaching: With a Special Focus on Social Studies.Gillian Judson Kieran Egan - 2009 - Educational Philosophy and Theory 41 (2):126-140.
    Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to engage students’ imaginations in (...)
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  6.  29
    Thinking Musically, and: Teaching Music Globally (review).James Ackman - 2007 - Philosophy of Music Education Review 15 (1):81-87.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Thinking Musically, and: Teaching Music GloballyJames AckmanBonnie C. Wade, Thinking Musically ( Oxford University Press: New York, 2004)and Patricia Shehan Campbell, Teaching Music Globally ( Oxford University Press: New York, 2004).Thinking Musically and Teaching Music Globally, the first two volumes in The Global Music Series, for which Wade and Shehan are general editors, offer concisely stated themes that permeate their texts and the authors' extensive use of cross-referencing (...)
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  7.  5
    Teaching values and ethics in college.Michael J. Collins (ed.) - 1983 - San Francisco: Jossey-Bass.
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  8.  5
    The main principles and values of professional teaching ethics and their application in education.Marta Gluchmanová - 2021 - Ethics and Bioethics (in Central Europe) 11 (1-2):92-100.
    The author discusses professional teaching ethics and its main principles and values. The theoretical basis of the study is ethics of social consequences and, in its context, primarily the principles and values of humanity and human dignity, including their possible application in the teaching profession and, partially, in the process of teaching foreign languages and Slovak as a foreign language to students from abroad.
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  9.  77
    Values and imagination in teaching: With a special focus on social studies.Kieran Egan & Gillian Judson - 2009 - Educational Philosophy and Theory 41 (2):126-140.
    Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to engage students' imaginations in (...)
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  10.  13
    Ethics and values in school: capturing the spirit of education = Bidyālaẏe naitikatā O mūlyabodha: śikshāẏa prāṇera ujjībana.Manzoor Ahmed - 2018 - Dhaka: Campaign for Popular Education (CAMPE). Edited by Rasheda K. Choudhury, Anwara Begum & A. M. Raza Chowdhury.
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  11.  24
    FOCUS: Using case studies to teach ethical business.John Sheldrake - 1994 - Business Ethics, the Environment and Responsibility 3 (3):153–155.
    Case studies invite students to share in an ethical dilemma and challenge them about their values. Dr Sheldrake is Reader in Modern History at London Guildhall University, Old Castle St., London E1 7NT. A version of his case study appeared in Sarah Vickerstaff , 1992, Human Resource Management in Europe: Text and Cases, London: Chapman & Hall.
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  12.  15
    FOCUS: Using Case Studies to Teach Ethical Business.John Sheldrake - 1994 - Business Ethics, the Environment and Responsibility 3 (3):153-155.
    Case studies invite students to share in an ethical dilemma and challenge them about their values. Dr Sheldrake is Reader in Modern History at London Guildhall University, Old Castle St., London E1 7NT. A version of his case study appeared in Sarah Vickerstaff, 1992, Human Resource Management in Europe: Text and Cases, London: Chapman & Hall.
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  13.  7
    Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions.Meishu Wang & Jie Hu - 2022 - Frontiers in Psychology 13.
    Analyzing students’ internal cognitive-motivational appraisals and achievement emotions is of pivotal importance for educational outcomes and student individual wellbeing, yet little is shown about their associations with teacher autonomy support. This study investigates the relationship between perceived teacher autonomy support and reading achievement by addressing mediating influences of control and value-related constructs, i.e., reading self-efficacy, meaning in life, and reading enjoyment. Multiple mediation modeling was adopted to test the proposed model with carrying out a total of 12,058 students from (...)
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  14.  5
    Teaching villainification in social studies: pedagogies to deepen understanding of social evils.Cathryn van Kessel & Kimberly Edmondson (eds.) - 2024 - New York: Teachers College Press.
    These inquiries into villainification offer powerful insights for teaching about historical wrongdoing in more nuanced ways. Includes topics related to U.S. politics, financial education, Holocaust education, difficult histories, apocalypse fiction, the Marvel Cinematic Universe, technology use, LGBTQ school experiences, rape culture, geographies of invasion, and the female body.
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  15.  83
    Teach like your hair's on fire: the methods and madness inside room 56.Rafe Esquith - 2007 - New York: Viking Press.
    In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is a classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1% on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher responsible for these accomplishments. Here, he reveals his techniques. The classroom's mottoes are "Be nice, work hard," (...)
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  16. Values & ethics in social work: an introduction.Chris Beckett - 2005 - Thousand Oaks, Calif.: Sage Publications. Edited by Andrew Maynard.
    In social work there is seldom an uncontroversial `right way' of doing things. So how will you deal with the value questions and ethical dilemmas that you will be faced with as a professional social worker? This lively and readable introductory text is designed to equip students with a sound understanding of the principles of values and ethics which no social worker should be without. Bridging the gap between theory and practice, this book successfully explores the complexities of ethical (...)
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  17.  17
    Values, accountability and trust among Muslim staff in Islamic organisations.Hasnah Nasution, Saman Ahmed Shihab, Sulieman Ibraheem Shelash Al-Hawary, Harikumar Pallathadka, Ammar Abdel Amir Al-Salami, Le Van, Forqan Ali Hussein Al-Khafaji, Tatiana Victorovna Morozova & Iskandar Muda - 2023 - HTS Theological Studies 79 (1):6.
    While humans are the best of creations and God’s caliphs on Earth, such a status is always hard to achieve and necessitates many efforts and too much practice. This world also has a two-way path, one terminating in the lowest of the low and the other culminating in the highest of the high. It means that one way leads to misfortune and misery and the other to happiness and perfection. To attain happiness, accountability can be of utmost importance. Besides, the (...)
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  18.  4
    Values and Ethics in Social Work.Chris Beckett - 2013 - Los Angeles: SAGE. Edited by Andrew Maynard.
    Pt.1. Foundations of Values and Ethics -- Ch.1. What are Values and Ethics? -- Ch.2. Moral Philosophy -- Ch.3. Values and Religion -- Ch.4. Values and Politics -- Ch.5. Realism as an Ethical Principle -- Pt.2. Values and Ethics in Practice -- Ch.6. Being Professional -- Ch.7. Power and Control -- Ch.8. Self-Determination and Privacy -- Ch.9. Respect Versus Oppression -- Ch.10. Ethics and Resources -- Ch.11. Difference and Diversity.
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  19.  37
    Contemplative Studies and the Liberal Arts.Andrew O. Fort - 2013 - Buddhist-Christian Studies 33:23-32.
    In lieu of an abstract, here is a brief excerpt of the content:Contemplative Studies and the Liberal ArtsAndrew O. FortContemplative Studies—meaning both standard “third-person” study of contemplative traditions in history and various cultures as well as actual “first-person” practice of contemplative exercises as part of coursework—is a new field in academia, and aspects have been controversial in some quarters, seen as not completely compatible with the rigorous “critical inquiry” of liberal arts study. While there are agendas within contemplative (...)
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  20.  19
    Teaching Islam: textbooks and religion in the Middle East.Eleanor Abdella Doumato & Gregory Starrett (eds.) - 2007 - Boulder, Colo.: Lynne Rienner Publishers.
    Textbook Islam, nation building, and the question of violence / Gregory Starrett and Eleanor Abdella Doumato -- Egypt : promoting tolerance, defending against Islamism / James A. Toronto and Muhammad S. Eissa -- Iran : a Shi'ite curriculum to serve the Islamic state / Golnar Mehran -- Jordan : prescription for obedience and conformity / Betty Anderson -- Kuwait : striving to align Islam with Western values / Taghreed Alqudsi-Ghabra -- Oman : cultivating good citizens and religious virtue / (...)
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  21.  4
    The Learning and Teaching of Theology in the UK: Problems and Prospects for Overseas Students.Daryl Balia - 2010 - Transformation: An International Journal of Holistic Mission Studies 27 (2):111-121.
    The discipline of theology is now more exposed comparatively because of its low ‘market value’ and diminishing student numbers. Better informed ways of understanding the religious world students inhabit and invariably bring into the average theology classroom in the UK will serve to enhance teaching and learning and potentially their student numbers. Change is required if theological institutions are going to remain competitive in attracting students from abroad, with the apparent emphasis on content of knowledge shifting to one of content (...)
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  22.  23
    Culture, Moral Reasoning and Teaching Business Ethics: A Snapshot of United Arab Emirates Female Business Students.Lydia Barza & Marc Cohen - 2014 - Journal of Business Ethics Education 11:69-88.
    The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The moral reasoning of female business students in the United Arab Emirates is described based on Kohlberg’s theory of Cognitive Moral Development (CMD). Business students were asked to participate in a brief individual interview which involved reading three moral dilemmas and answering open-ended questions. Results were analyzed based on each dilemma as well as acrossall three. Most students made their decisions at the first (...)
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  23.  1
    Transformational Politics: Theory, Study, and Practice.Stephen Woolpert, Christa Daryl Slaton & Edward W. Schwerin - 1998 - State University of New York Press.
    Winner of the 1999 Best Book in Ecological and Transformational Politics presented by the American Political Science Association's Section on Ecological and Transformational Politics The discipline of political science has reached a crossroads. The frequency with which terms such as "post-liberal," "post-modern," "post-patriarchical," "post-materialist," and "post-structural" are used in contemporary political discourse testifies to the pervasive conviction that an era has ended. Similarly, phrases such as "new world order," "new paradigm," "new age," and "third wave" convey the widely-shared expectation that (...)
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  24.  8
    Education, human values, and ethics: imperatives for the information society.Yassin Sankar - 1992 - Toronto: Canadian Scholars' Press.
  25.  82
    Student-Developed Case Studies: An Experiential Approach for Teaching Ethics in Management.Sarah B. Laditka & Margaret M. Houck - 2006 - Journal of Business Ethics 64 (2):157-167.
    To prepare for ethically challenging situations in the workplace, it is useful for students to explore their attitudes toward ethical issues and their own value systems. An experiential assignment to teach ethics in business programs is presented. This method allows instructors to incorporate a “stand alone” assignment in ethics into a course that focuses on another area in management. The assignment, student-developed case studies of ethical situations in the workplace, requires students to develop individual case studies in ethics drawing on (...)
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  26.  27
    A Value-Based Approach to Teaching Legal Ethics.Julija Kiršienė & Charles F. Szymanski - 2012 - Jurisprudencija: Mokslo darbu žurnalas 19 (4):1327-1342.
    Nowadays ethics plays a vital role in numerous professions. Due to social requirements and technical advances, changes in the accreditation rules in legal, economic, medical and engineering education have emerged in many countries, often requiring the inclusion of an ethics requirement in such professional programmes. In this work, the authors demonstrate that such changes are absolutely necessary in the legal profession in Lithuania. Specifically, the record low level of prestige of the judiciary and lawyers in the Lithuanian society and the (...)
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  27. Science Teaching: The Role of History and Philosophy of Science.Michael R. Matthews - 1994 - Routledge.
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...)
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  28.  32
    Math Worlds: Philosophical and Social Studies of Mathematics and Mathematics Education.Sal Restivo, Jean Paul Van Bendegem & Roland Fischer (eds.) - 1993 - State University of New York Press.
    An international group of distinguished scholars brings a variety of resources to bear on the major issues in the study and teaching of mathematics, and on the problem of understanding mathematics as a cultural and social phenomenon. All are guided by the notion that our understanding of mathematical knowledge must be grounded in and reflect the realities of mathematical practice. Chapters on the philosophy of mathematics illustrate the growing influence of a pragmatic view in a field traditionally dominated by (...)
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  29. Teaching and Learning Philosophy in Ontario High Schools.Trevor Norris & Pinto Bialystok, Norris - 2019 - Journal of Curriculum Studies 8.
    Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central questions to provide (...)
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  30.  35
    Elizabeth Mackinlay.Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Indigenous Australian Women's Music and Dance(Bern: Peter Lang, 2007).Sarah H. Watts - 2009 - Philosophy of Music Education Review 17 (1):90-94.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Indigenous Australian Women’s Music and DanceSarah H. WattsElizabeth Mackinlay. Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Indigenous Australian Women’s Music and Dance (Bern: Peter Lang, 2007).Elizabeth Mackinlay, a lecturer in the Aboriginal and Torres Strait Islander Studies Unit at the University of Queensland, documents her unique pedagogical approaches and ways of thinking about the teaching and learning (...)
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  31.  6
    Introduction to the study of law.Fierro Alvídrez & Felipe de Jesús - 2018 - Bloomington, IN: Palibrio.
    In this important work, Dr. Felipe Fierro offers a comprehensive view on the subject of Introduction to the Study of Law, in which he revives the use of Gnoseology, Philosophy, History and Logic as Auxiliary Sciences; and exposes how the abandonment of such has contributed to the exponential growth of Skepticism and Relativism, currently prevailing in the legal world. The above, through extensive experience in teaching Law from the Aristotelian-Thomistic platform, based on the elementary assumption that we must first (...)
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  32. Values in Sex Education: From Principles to Practice.J. Mark Halstead - 2003 - Routledgefalmer. Edited by Michael J. Reiss.
    This absorbing and accessible book provides an analysis of the principles, policy and practice of sex education. Utilizing unpublished research, the authors critically examine sex education within the growing discourse on the teaching of values and citizenship education.
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  33.  18
    Reasoning and sense making in the mathematics classroom, pre-K-grade 2.Michael T. Battista (ed.) - 2016 - Reston, VA: National Council of Teachers of Mathematics.
    Based on extensive research conducted by the authors, Reasoning and Sense Making in the Mathematics Classroom, Pre-K-Grade 2, is designed to help classroom teachers understand, monitor, and guide the development of students' reasoning and sense making about core ideas in elementary school mathematics. It describes and illustrates the nature of these skills using classroom vignettes and actual student work in conjunction with instructional tasks and learning progressions to show how reasoning and sense making develop and how instruction can support students (...)
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  34.  17
    The contribution of the flipped learning environment to value perception and controllability of classroom activities as antecedents of learners’ anxiety: A control-value approach.Li Liu - 2022 - Frontiers in Psychology 13.
    Students enrolled in tertiary education encounter multiple challenges, which prevent them from being proficient. One of these challenges is anxiety which is a common achievement emotion that impacts many students. Anxiety may prevent learning and may be negatively related to learning due to the negative values of classroom activities and their low controllability. As a result, obtaining more research evidence on anxiety plays an important role in allowing learners to develop the skills they need in different types of technology-based (...)
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  35.  4
    Values & ethics in social work.Chris Beckett - 2017 - London: SAGE Publications. Edited by Andrew Maynard.
    This book will enable students to better understand key concepts and ethical and philosophical positions which will inform their assessed work and competence as a professional.
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  36.  29
    Education, philosophy and the ethical environment.Graham Haydon - 2006 - New York: Routledge.
    This book offers a critical and thought-provoking analysis of some of the fundamental questions about the nature and purpose of education. It includes ideas such as the demands of pluralism and the liberal fear of indoctrination.
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  37.  48
    Teaching Value Issues in China to Chinese Students Enrolled in American Universities.Shlomo Sher - 2013 - Teaching Philosophy 36 (4):373-397.
    Like many other foreign students, Chinese students studying at American universities face special challenges in value-centered humanities courses as cultural outsiders. Moral and political philosophy can be particularly difficult, since these subjects focus on delicate issues of great personal significance, yet rely on cultural norms, discourse contexts, and basic assumptions that Chinese students may not share, understand, or feel comfortable discussing. Programs that invite American professors to teach summer classes to such students in China for American university credit allow for (...)
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  38. Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic.Jonathan E. Adler - 1991 - Informal Logic 13 (2).
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is plausible (...)
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  39.  24
    Teaching Corner: The Prospective Case Study: A Pedagogical Innovation for Teaching Global Health Ethics.Kearsley A. Stewart - 2015 - Journal of Bioethical Inquiry 12 (1):57-61.
    Over the past decade, global health has emerged as one of the fastest growing academic programs in the United States. Ethics training is cited widely as an essential feature of U.S. global health programs, but generally it is not deeply integrated into the global health teaching and training curricula. A discussion about the pedagogy of teaching global health ethics is long overdue; to date, only a few papers specifically engage with pedagogy rather than competencies or content. This paper explores the (...)
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  40.  23
    Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2019 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a (...)
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  41.  14
    Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2019 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a (...)
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  42.  13
    Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2019 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a (...)
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  43.  15
    Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2019 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a (...)
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  44.  11
    Humanistic Teaching and the Place of Ethical and Religious Values in Higher Education.Edwin E. Aubrey - 1959 - British Journal of Educational Studies 8 (1):92-92.
  45.  22
    The Value of Strident Agnosticism : Dorothy Pawluch and the Endurance of Ontological Gerrymandering.Steve Woolgar - forthcoming - The American Sociologist 53:176-187.
    This paper reflects on the origins and subsequent reception of the paper "Ontological Gerrymandering: The anatomy of social problems explanations", published in 1985. It describes the circumstances of my turning up at McGill University as a Visiting Professor in Sociology and meeting Dorothy, then a graduate student and the TA assigned to an undergraduate course on Social Problems which I was asked to teach. The paper reflects on the twin benefits: of an interloper, from Europe and from Science and Technology (...)
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  46.  22
    Ethical values of academic nurses: A pilot study.Yıldız Denat, Yurdanur Dikmen & Gülşah Gürol Arslan - 2019 - Nursing Ethics 26 (6):1744-1752.
    Background: While academics contribute to the development of society through all the subjects that they work on, they also have other important tasks to fulfill, such as being role models for their students and society. Therefore, the place of academic ethical values is a significant topic for academic nurses. Objective: The main objective of this research was to examine the attitudes of academic nurses toward academic ethics. Research design: This descriptive and cross-sectional research study was conducted between March (...)
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  47.  64
    Teaching and Truthfulness.David E. Cooper - 2008 - Studies in Philosophy and Education 27 (2):79-87.
    Some tendencies in modern education—the stress on ‘performativity’, for instance, and ‘celebration of difference’—threaten the value traditionally placed on truthful teaching. In this paper, truthfulness is mainly understood, following Bernard Williams, as a disposition to ‘Accuracy’ and ‘Sincerity’—hence as a virtue. It is to be distinguished from truth, and current debates about the nature of truth are not relevant to the issue of the value of truthfulness. This issue devolves into the question of whether truthfulness is a distinctive virtue of (...)
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  48.  19
    Values-Based Curriculum Development in a Study Abroad Program.Phillip Frank - 2017 - Journal of Business Ethics Education 14:285-297.
    Ethics have taken a center stage in business curriculum development over the past 5 years. Sustainable business practices are an important issue when it comes to adequately educating the next generation of marketing professionals. A variety of approaches in how to achieve such goals have been proposed as ideal methodologies. This paper presents a case study on curriculum development for a study abroad trip in Cambodia for marketing students. Furthermore, this article represents one method to incorporate the role (...)
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  49.  2
    Für und wider die Wertfreiheit der Erziehungswissenschaft.Gerhard Zecha - 1984 - München: Fink.
  50. Value education today: explorations in social ethics.J. T. K. Daniel & Nirmal Selvamony (eds.) - 1990 - New Delhi: All-India Association for Christian Higher Education.
     
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